Calderwood, Lynn

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

p.1

The provision is good

The childminder provides a welcoming and safe home environment for children. Children are happy, confident and show a strong sense of belonging. They thrive in the care of the childminder. Children form strong attachments with the childminder and her husband, who works as her assistant. Children receive comfort, cuddles and reassurance when needed. This has a positive impact on their well-being. Children behave well and learn to manage their emotions. The childminder is a good role model and has high expectations for children. She encourages them to share and take turns. Children respond positively to adults and each other, developing good social skills. For example, when getting their coats and shoes on to go outside, children like to help each other.

p.2

The provision is good

The childminder knows children very well and plans activities to meet their needs. Children are inquisitive and motivated to learn, showing increasing levels of concentration. They access a wide range of toys and resources. Children follow their own interests and direct their own play, supported by the childminder. They enjoy listening to and joining in with action songs and stories. Children make independent choices about the songs they want to listen to. They excitedly join in with the actions and move to the music. Children enjoy their time at the setting.

p.2

need to do better?

n Children develop well in the warm and nurturing environment. The childminder works with parents to establish children's starting points in their learning. She uses her observations of children's learning to shape their experiences. For example, she uses their interest in play dough to support their physical development. The childminder thinks carefully about what children need to learn next and how to support them to achieve this. She recognises the different ways that each child prefers to play and learn. However, the childminder does not consistently use spontaneous opportunities to extend children's learning to the highest level. For example, opportunities were missed to develop mathematical understanding during children's learning about the story of 'Goldilocks and the three bears'. n The childminder supports children's early literacy skills. Children communicate confidently. The childminder provides good support to encourage children to

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need to do better?

learn and use new words as they play. Children enjoy experimenting with mark making and the childminder provides a wide range of opportunities for them to do this.For example, children are encouraged to paint, cut and stick. The childminder understands that these experiences help children to develop the skills that they will later need for writing. n Children are physically active. They have daily access to play outside in the fresh air. The childminder provides children with good opportunities to explore the

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need to do better?

7 February 2020 local environment. For example, they visit the local parks and library, and go out to feed the horses. These outings help to support children's physical well-being and their understanding of the wider world effectively. n Daily routines are planned effectively to promote children's independence and ensure that their care needs are met in a timely manner. At mealtimes, children are served freshly cooked and home-made food. They confidently use cutlery to feed themselves. Children know what is expected of them at different points throughout the day. Sleep times are calm and well organised, so that children receive the individual care and attention they need. n Partnerships with parents are strong. The childminder encourages parents to share their comments. Parents give positive feedback about the childminder. They say that her care is 'absolutely brilliant' and that their children are very

p.2

need to do better?

happy to attend. Parents state that they feel well informed about their children's progress and appreciate the time given to them to talk about their child. n The childminder reflects on her practice. She regularly attends network meetings and training to build on her knowledge and keep up to date. However, the childminder's professional development is not highly focused to help raise teaching to the highest level.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure knowledge of the signs and symptoms that indicate a child may be at risk of abuse. She knows the procedures to follow and professionals to contact if she has any concerns. The childminder completes regular risk assessments to identify and minimise potential hazards inside and outside her home. The childminder supports children to understand how to keep themselves safe. For example, they learn how to cross the road safely on daily walks.

p.3

should:

n seek professional development opportunities to raise the quality of teaching to consistently high levels n use children's spontaneous activities more effectively to build on what they already know and can do and help them make exceptional progress.

p.3

Setting details

Unique reference number EY553275 Local authority Kirklees Inspection number 10143605 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 to 8 Total number of places 13 Number of children on roll 13 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Kirkburton, Huddersfield. She operates all year round from 7.30am to 6pm, except for bank holidays and family holidays. The childminder works with an assistant. The childminder offers funded places to two- and three-year-old children.

p.4

Inspection activities

n The inspector observed the interactions between children and the childminder and her assistant, and spoke with them at appropriate times during the inspection. n The inspector observed an activity with the childminder and discussed children's learning. n Parents were spoken to, and their written views were also taken into account. n The inspector looked at relevant documentation, including evidence of suitability checks of persons living and working on the premises, risk assessments, policies and other records. n The inspector asked the childminder questions to establish her understanding of how to safeguard the children in her care.

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Inspection activities

7 February 2020 We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

7 February 2020 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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